Immersive Student Engagement in the Research-led Flipped Classroom What is the Moodle Workshop?

The Workshop activity enables student peer marking.

• Different formats and types of submitted work may be incorporated

Moodle Workshops •
•
•
Supports independent student or combined tutor assessment with forms, rubrics and marking guides
Formative or summative numerical or qualitative assessment and feedback, with grades optionally weighted and refined by tutor
Assessments and grading can be anonymous

In practice (basic operation)

1. Students submit their work.
2. Students mark each others' work (feedback only, grade only or both).
3. Tutors review the submissions and peer assessments (and optionally give their own marks and feedback).
4. The activity is closed and the marks and feedback are made available to individual students.

START Benefits
• Leads the students to understand the required work, the importance of the learning outcomes and can provide an insight into the marking and assessment criteria,
promoting more sophisticated ideas and thinking (Schommer 1990).
• A safe environment to encourage team support through constructive feedback, critiques and improvement of their own work.
• Feedback is individual, instant and diverse generated from multiple viewpoints more plentiful than tutors are able to provide, allowing comparison of multiple perspectives
Workshop name – Make it concise and meaningful (also used as identity in Gradebook) of their submission.
Description – Give a brief introduction to the activity
• Peer review of draft work may be arranged to allow sufficient time for revisions to be incorporated before hand-in deadlines.
PREPARE the • Reduces reliance on the tutor and removes the perceived ‘risk of humility’ requesting tutor assistance (Yorke 2003).
Grade Strategy • Promotes a greater sense of ownership and responsibility with increased peer bonding, empathy and self-confidence (Topping 2009).
General Settings Accumulative – Final grade calculated from numeric points with optional weighting.
Comments – No numeric grade but feedback only.
Number of errors – Markers decide whether the work has passed or failed each criterion.
Rubric – A numeric grade based on markers selected option for each criterion.

Grade for Submission – The marks available for the submission.

Grade for Assessment – The marks available for the quality of the students assessment Groups and Grouping Options

PREPARE the
Workshop Group Group 1 Group 2
Settings No Groups Group Membership
• Random Allocation
Reviewers Randomly or • Individual Selection
Manually Selected • Manual Allocation Grouping
• Based on Criteria
a selection of groups of individuals
• Provide Instructions for submission
• Include the Maximum number of attachments (if any) Group 3 Group 4
• Include the Maximum attachment size (if any)
(students can be required to paste their submission into a Moodle text field)
Using Groupings
• Specify any file type restrictions as a comma separated list (eg .doc,.xls) Groupings allow you to keep team
PREPARE the • Late submissions – (if allowed, you'll need to manually allocate assessors). Setup The Assessment Forms contributions together and optionally
Workshop isolated to the group or alternatively
You can optionally include an example available for others to see or review.
Submission Settings Group 1 Group 2
submission and assessment and decide
Students who fail to contribute can Visible Groups #1
whether this is optional or mandatory. Students cannot review
be automatically prevented from their own group
accessing other students work.
Group 3 Group 4

PREPARE the Provide Instructions for assessment Streaming Activities

Use workshop groups to stream activities
Assessor Allocations and focus on specific student needs …
& Guide Enable ‘Students may assess their own work‘
if you want them to definitely be allocated Group 1 Group 2
Group 1 Stream 1
their own work to assess.
Visible Groups #2
Students see others
Group 2 Stream 2 but only review their own group

Group 3 Stream 3 Group 3 Group 4

CONFIGURE the
Feedback Options Feedback Options … or to pre-qualify before
advancing to the next
phase of the course.
Overall feedback mode – Enables a summary Group 1 Group 2
Add timing restrictions comments field for students feedback after
Separate Groups
assessment. Group 1 Students only see and review their
Automate own group

Enable the automatic Maximum number of attachments – Allows Group 3 Group 4

Activity 1 Group 2
PREPARE the switch-over option and students to add attachments for feedback.
Workshop configure scheduled
Availability Settings allocation to Activity 2 Group 3
Conclusion – Space for overall feedback to be
automate switching to the
assessment phase. included.

References
Schommer, M. (1990) ‘Effects of Beliefs about the Nature of Knowledge on Comprehension’. Journal of Educational Psychology 82
START (3), 498–504
Topping, K.J. (2009) ‘Peer Assessment’. Theory Into Practice 48 (1), 20–27
Your Workshop Yorke, M. (2003) ‘Formative Assessment in Higher Education: Moves towards Theory and the Enhancement of Pedagogic Practice’.
Higher Education (00181560) 45 (4), 477

Jonathan Dyson ac2892@coventry.ac.uk April 2018